DifferentiationModule PD 10-10

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Slide 1:

1 Enhancing Your Instructional Skills Through Differentiation Cindy Myers October 7, 2010

Objectives:

2 Objectives Participants will: Gain an overview of differentiated instruction; Identify things to consider when implementing differentiation in the classroom; and Be able to plan a differentiated lesson.

Why Differentiate?:

3 Why Differentiate? Each learner is worthy of the best curriculum we have to offer, If instruction is delivered one way , many learners will be as impoverished as if we had offered them watered down curriculum. Individuals learn in individual ways. Teaching to the whole, with low level curriculum and low level thinking, does NOT get results.

What Is Differentiation?:

4 What Is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and preferences Instruction that appeals to students’ differences http://differentiationcentral.com/whatisdi.html

Differentiation Is Best Practice:

Differentiation Is Best Practice All students benefit from rich, high-level, meaning-making curriculum. It provides mechanisms to help students work forward, backwards and sideways to K now, U nderstand and D o. It offers respectful tasks to the learners. 5

Differentiation Is Best Practice:

Differentiation Is Best Practice Students have the right to instruction that obligates the teacher to change tactics when progress does not occur. Students have the right to assessment that provides students and teachers insight into their strengths and weaknesses and opportunities for feedback with the assessor. 6

Slide 7:

7 Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Differentiation Strategies:

8 Differentiation Strategies All strategies are aligned with instructional goals and objectives. Specific strategy selection based on Focus of instruction Focus of differentiation

Differentiation Should Always Be A Way Up:

Differentiation Should Always Be A Way Up NEVER A WAY OUT 9

Accommodations or Modifications:

Accommodations or Modifications Accommodations Adaptations to the grade level curriculum Modifications Changes to the grade level curriculum 10

Core, Small Group or Individual?:

Core, Small Group or Individual? Is it Core? Whole class adjustment Is it a small group? Target the skills and keep the groups flexible Is it an individual? Adjust for that student with possible mini-lessons to eventually close the gap 11

Planning for Meaningful Differentiation:

Planning for Meaningful Differentiation KUD What do I want my students to K now? What do I want my students to U nderstand? What do I want my students to D o? 12

Average Retention Rate After 24 Hours:

Average Retention Rate After 24 Hours 13

Differentiation Practice:

14 Differentiation Practice Differentiation Scenario

Master Teacher Mindset :

Master Teacher Mindset Master teachers start where their students are . Master teachers know where their students are going. Master teachers expect to get their students to their goal. Master teachers support their students along the way. 15

Master Teacher Mindset (Cont.):

Master Teacher Mindset (Cont.) Master teachers use feedback to help them and their students get better. Master teachers focus on quality rather than quantity. Master teachers never work harder than their students. Taken from: Never Work Harder Than Your Students & Other Principles of Great Teaching by Robyn Jackson 16

Conclusion:

Conclusion View YouTube video 17

Resources:

18 Resources Access Center: www.k8accesscenter.org Association for Supervision and Curriculum Development www.ascd.org www.YouTube.com Eisenhower Teachers Resources from Carol Ann Tomlinson